Best Practices in Writing Instruction
Presented by Sharon Spencer
Agenda
Introductions:
Preparing for the New ELA Grade Level Assessments
The New Model for Fall of 2005 for Grades 3-8
Four Types of Writing
All About Writing From Knowledge and Experience (Narrative Writing)
Responding to Student Samples
Revising and Editing Multiple Choice Questions
Answering a Direct Question About The Student Writing Sample
Writing About Reading
Transitioning from MEAP to ACT/MME
Persuasive Writing
Grammar in Context
Basic Changes to Test Design
Grade Level ELA Test 3 through 8
Multiple Choice Format
Peer Responses
Shifting from MEAP to ACT
Persuasive Writing
Grammar in Context
Great Results
Standish Sterling –
76% of Third Graders were proficient in Writing in 2005
Sault Ste Marie –
66% of third grade students proficient in writing in 2005
State Average in 2005 was 51%
Hoppin Elementary in Three Rivers –
2002 to 2003, 28% student proficient in writing
In 2004, 53% were proficient.
HIGH PERFORMANCE IN HIGH POVERTY SCHOOLS: 90/90/90 AND BEYOND
COMMON CHARACTERISTICS OF THE HIGH
ACHIEVEMENT SCHOOLS
1.
2.
3.
4.
5.
A focus on academic achievement
Clear curriculum choices
Frequent assessment of student progress and multiple opportunities for improvement
An emphasis on nonfictional writing
Collaborative scoring of student work
What this means:
1. A focus on improvement
2. More time on reading, writing, and math
3. Weekly assessments of student progress constructed and administered by classroom teachers
4. Better writing provides better diagnostic information; demonstrates the thinking process
5. Regular exchanges of student papers among teachers, principals, and other schools
Consistent Techniques Used
1.
2.
3.
4.
Writing - students write frequently in a variety of subjects.
Performance Assessment - the predominant method of assessment is performance assessment. This
does not mean that these schools never use multiple-choice items. However, it is performance
assessment in several different disciplines that local observers have associated with student progress.
Collaboration - teachers routinely collaborate, using real student work as the focus of their discussion.
Focus - teachers in these schools do not try to “do it all” but are highly focused in learning.
BluePrint’s Writing Chants
 Writing is not a subject. Writing is a way of thinking.
 We read, write, speak, and listen in every subject.
 Writing is talk written down.
 If I can talk a lot, I can write a lot!
 We can demonstrate our knowledge in all subjects with our written responses.
 Writing in the content areas prepares us for the writing that the world of work requires.
Writing Terms
Constructed Responses
 Short, clear, concise
 Require a few sentences
Extended Responses
 Somewhat longer
 Require more detail
 Options include
 three to four sentences
 a paragraph
 a bullet list
 multiple paragraphs
Our Tip: Use Power Verbs!
BLUEPRINT’S EARLY ELEMENTARY
POWER VERBS FOR CONTENT AREA WRITING
explain
show
tell
help
list
prove
find
draw
use
make
check
demand
explore
lead
force
We can use these verbs to help us write in all content areas.
BluePrint’s Expanded Power Verbs
The following verbs can help students write in every subject:
explain
justify
demonstrate
compare
contrast
describe
gather
solve
count
add
multiply
subtract
divide
calculate
change
examine
show
clarify
point out
present
observe
interpret
analyze
summarize
conclude
limit
measure
list
draw
inform
construct
report
formulate
identify
generalize
represent
collect
explore
design
Strategy One:
All About Narrative Writing
Brainstorming for the Big Idea
Kindness
 No act of kindness, no matter how small, is
ever wasted.
---Aesop
 A person’s true worth is the good he or she
does in the world.
--- Mohammed
Courage
 Courage is doing what’s right.
 Courage is telling the truth when it would be
easier to lie.
 Courage sometimes includes helping others
who are in danger.
 One of the most difficult things to give
away is kindness, for it is usually returned.
--- Mark Ortman
 Life shrinks or expands in proportion to one’s
courage.
--- Anais Nin
 Kind words can be short and easy to
speak, but their echoes are endless.
--- Mother Teresa
 A hero is an ordinary individual who finds the
strength to perservere and endure in spite of
overwhelming obstacles.
--- Christopher Reeve
#1 Generating Ideas for Writing
from my life
narrator/observer
doer
receiver
from history
from a book, television or movies
from my imagination
(story-teller)
make-believe
realistic fiction
others
#2 Brainstorming for the Big Idea:
Writing Ideas
doer
I can be the doer of ______ in the story I will tell.
receiver
I can be the person who receives the ______ in the story I will tell.
narrator/reporter
I don’t have to be a character in the story I write.
I can write about someone else doing something ______.
(from history, from a book, from the news)
storyteller
I can write a make-believe story about ______.
(realistic fiction)
#3 Let’s Describe It/Key Words
My topic is:_____________________________________________________
Nouns that I could use
(people, places, things)
Adjectives that I could use
(strong descriptive words)
Verbs that I could use
(show action)
Adverbs that I could use
(modify verbs –
time, place, etc.)
#4 The Beginning
In each box, draw a picture and write a sentence or two about the beginning of the story you read or
heard.
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#4 The Middle
In each box, draw a picture and write a sentence or two about the middle of the story you read or heard.
______________________________________________________________
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#4 The End
In each box, draw a picture and write a sentence or two about the end of the story you read or heard.
______________________________________________________________
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Strategy Two:
Ideas About Reflective Writing
Rubric Used for Reporting and Reflecting
Michigan Educational Assessment Program High School Test
Part 1: Writing - Session 2: Reporting and Reflecting
Holistic Scorepoint Descriptions
Here is an explanation of what readers think about as they score your writing.
4
The written response demonstrates the ability to reflect critically on a provided piece of writing, Ideas are
supported by specific examples or details from the provided piece. Organization and form enhance the central
ideas and move the reader through the text. The voice and tone are authentic and compelling. There may be
surface errors, but they do not interfere with meaning.
3
The written response demonstrates the ability to reflect on a provided piece of writing. Ideas are somewhat
supported by examples or details from the provided piece. Organization and form are appropriate and present
the ideas coherently. The voice and tone support the ideas conveyed. Surface feature errors may be
noticeable.
2
The written response demonstrates limited ability to reflect on a provided piece of writing. Ideas are supported
with limited details and examples from the provided piece. The voice and tone may be inappropriate or
uneven. Surface feature errors may make the writing awkward to read.
1
The written response demonstrates the attempt to reflect on a provided piece of writing. Ideas may be
presented in generalizations about the writing sample. There is little discernible shape or direction. There is
little control over voice and tone. Surface feature errors may make the writing difficult to read.
BluePrint’s Four Point Rubric for Reflection
4
I answered the question about the student writing sample clearly. I
supported my answer with specific details and examples from the
student writing sample. I proofread my work for basic punctuation and
spelling errors.
3
I answered the question about the student writing sample. I have
supported my answer with some specific details and examples. I
proofread my work.
2
I tried to answer the question about the student writing sample. I did not
include specific examples and details from the student writing sample.
1
I wrote something about the student piece of writing. I did not include
any details with my answer.
Reflective Power Verbs Early Elementary
write
explain
tell
help
make
compare
fix
change
describe
show
list
use
answer
edit
correct
Expanded Power Verbs for Reflective Writing
Grades 3-8
shows
demonstrates
pastes
engages
lists
understands
describes
creates
answers
composes
changes
combines
cuts
informs
illustrates
provides
analyzes
presents
supports
quotes
develops
edits
begins
explains
expresses
compares
contrasts
concludes
writes
provides
helps
needs
fixes
Peer Response Questions
From MDE/MEAP Released Items 2005
Third Grade Released Items 2005
37 What is a good title for this story? Explain why you think it is a good title. Use details from the student writing sample to
support your answer.
Fourth Grade Released Items 2005
37 Did the writer organize this piece of writing by comparing and contrasting or by telling a story in the order it happened
from beginning to end? Use details from the student writing sample to support your answer.
Fifth Grade Released Items 2005
37
What would be a good title for this piece? Use details from the student writing sample to support your answer.
Sixth Grade Released Items 2005
37 How does the writer let readers know how Tom is feeling? Use details from the student writing sample to support your
answer.
Seventh Grade Released Items 2005
37 Has the writer developed this piece so the audience can easily read it and understand it? Use details from the student
writing sample to support your answer.
Eighth Grade Released Items 2005
37 Does the writer successfully address the question: Do I stay focused on my central idea? Use details from the student
writing sample to support your answer.
Student Writing Sample from Standish
i was brave when my mom put a bowl of brown, slimy, disgusting sludge
in front of me. That she called Food. I thought that it was going two jump of the
bowl and eat me? Then I eat the oatmeal. i was brave because I eat it instead of
letting it eat me!
1. Which of the following has been fixed or edited correctly?
i was brave when my mom put a bowl of brown, slimy, disgusting sludge
in front of me.
A. i were brave.....
B. I was brave.......
C. I is brave.......
2. Which of the following group of words is not a complete sentence?
A. I thought it was going to jump out of the bowl and eat me.
B. Then I ate the oatmeal.
C. That she called Food.
3. Which of the following has been fixed or edited correctly?
I was brave because I eat it instead of letting it eat me!
A. I was brave because I eating it........
B. I was brave because I eats it.....
C. I was brave because I ate it.......
4. Read the following group of words from this piece:
I thought it was going two jump out of the bowl......
Which word in the above sentence is not spelled correctly?
A. was
B. jump
C. two
5. What did the writer do to make the end of this piece exciting?
A. He used a sound effect.
B. He made the end of his piece funny.
C. He made the end of this piece sad.
6. The writer of this piece did a great job describing
A. oatmeal
B. his mom
C. his favorite meal
Grade 2 Selection One
Our Peer Response
1. What would be a good title for this piece? Explain your answer with details from
the story.
2. Did the writer do a good job describing his feelings about eating oatmeal?
Include examples from the story in your answer.
Student Writing Sample from Dearborn
My Fever
(1)
One day I had a really, really bad fever. My mom and dad
(2) called the doctor. The doctor came to our house because I couldn’t get
(3) up. He showed my mom and dad what to give me so I can feel better.
(4)
It took almost three or four days. I couldn’t go to school. My
(5) mom, dad, and doctor was taking care of me. They were being
(6) helpful so I wouldn’t get hurt. I stayed at home the hole time. I had
(7) to stay on the couch.
The writer decided to make a word web of some of the details she could use in her
story. Here is her word web:
got some medicine
mom and dad
called the doctor
A bad fever
had to take a cold bath
couldn’t go to school
won spelling bee
1. Which idea should the writer remove from this word web?
A
B
C
D
mom and dad called the doctor
got some medicine
had to take a cold bath
won spelling bee
2. Read the sentence below.
My mom, dad, and doctor was taking care of me.
What shows the best way to fix or edit this sentence?
A
B
C
D
My Mom, Dad and doctor was taking care of me.
My mom, dad, and doctor were taking care of me.
my mom, dad and doctor were taking care of me?
My mom, dad, and doctor is taking care of me.
7. Read the sentence below.
I stayed at home the hole time.
What needs to be fixed or edited in the sentence above?
A
B
C
D
Change stayed to stay.
Change at to to
Change I to me.
Change hole to whole.
9. Read the sentence below.
I was very thankfull that my mom and dad were kind to me.
What is the correct spelling of thankfull?
A.
B.
C.
D.
thinkful
tankful
thankful
tankfull
Our Peer Responses
1. Did the writer make the main idea clear to the reader? Yes or no? Include
details or examples from the student writing sample in your written response.
2. The writer made her story sound real by using her own voice to tell her story.
List some examples of how she used voice to tell her story.
Grade 4 Student Sample One:
Pontiac Arts and Technology Academy
My Lifesaver
This is my story about kindness. My step mom saved me from dying!
Here is how it happened. I was five years old. I was outside playing in my pool. I
got out to go to the restroom when it happened.
I walked past the trailer and all of a sudden it collapsed when I walked
past. I was ther for two minutes, screaming “Help Help Ahhh help.” I am lucky I
didn’t die. I was frightened that nobody would here me.
My stepmom Rachel Burns came to the rescue. She hitched the trailer
and picked me up. Rachel called my mom and dad after she called the hospital.
When we arrived I got a catt scan and had to get an exray. I’m delighted I didn’t
die! That same night I went home with a cast on my neck. I had to keep the cast
on for a looong time.
The students in Jasmine’s fourth grade class have been asked to write a
story about kindness. Jasmine decided to write about how her stepmom saved
her life.
1. All of the following would be good strategies to help Jasmine get some ideas
on paper EXCEPT:
a.
b.
c.
d.
Jasmine could make a list of the important details in her story.
Jasmine could look up kindness in the dictionary.
Jasmine could use a word web to help describe her stepmom’s actions.
Jasmine could make a list of some verbs and some describing words
(adjectives and adverbs) that she could use in her story.
Here is the first paragraph of Jasmine’s story:
My Lifesaver
This is my story about kindness. My step mom saved
me from dying! Here is how it happened. I was five years old. I
was outside playing in my pool. I got out to go to the restroom
when it happened.
2. Which sentence could be removed from Jasmine’s first
paragraph?
a.
b.
c.
d.
This is my story about kindness.
My step mom saved me from dying!
I was five years old.
I got out to go to the restroom when it happened.
3. Read the following sentences.
I was five years old. I was outside playing in my pool.
What is the best way to combine these two sentences into one sentence?
a.
b.
c.
d.
Since I was five years old, I loved play in my pool.
I was five years old and outside.
I was five years old because I was playing in my pool.
When I was five years old, I was outside playing in my pool.
5. Read the sentence below.
I was ther for two minutes, screaming Help Help Ahhh help.”
What is the best way to fix or edit this sentence?
a.
b.
c.
d.
I was their for two minutes, Screaming help help ahhh help.
I was there for two minutes screaming, “Help! Help! Ahhh Help!”
I was they’re for too minutes screaming, “help help ahh help.
It is correct as it is.
Grade 5 Student Writing Sample
Oakman Elementary in Dearborn
1)
2)
3)
4)
Going to School
Oh come on, do I have to do have to go? I’m only 4 years old,
can’t I stay home? It was August 25, the first day of school. My twin
sister Nevein thinks it’s going to be fun, but I think it’s a waste of
time.
5)
I was as scared as an ant almost going to be stepped on. My
6) mom told me I have to go, I was hoping she wouldn’t say that. But
7) just as she did, my heart started to pop out of my chest. Suddenly my
8) big brother Sam came in the room. I was thinking what if Sam came
9) to defend me but instead he told me it takes courage to go to school
10) even for your first time. Just as my brother got out of the room I
11) thought about what my brother said, you know about courage.
1. What technique does the writer use to make his first paragraph engaging?
A
B
C
D
He cleverly conveys what he was thinking about his first day of school.
He tells a funny story.
He uses lots of sound effects.
He describes his twin sister.
2. Read the sentence.
I was scared as an ant about to be stepped on.
The sentence above is an example of
A
B
C
D
a rhyme
a metaphor
a simile
dialogue
3. What is the most effective way to fix or edit the following sentence?
I was thinking what if he came to defend me but instead he told me it takes courage
to go to school even for your first time.
A I was thinking what if he came to defend me. But instead he told me it takes courage. to go
to school. even for the first time.
B I was thinking what he came to defend me. Since he told me it takes courage to go to school
even for the first time.
C I was thinking how he came to defend me. Because he told me it takes courage to go to
school even for the first time.
D I was thinking that he came to defend me. Instead, he told me it takes courage to go to
school even for the first time.
5. Read the following sentence.
After I thought about it I went to tell my sister that I’m going to school.
What is the mistake in the sentence above?
A
B
C
D
Change thought to think.
Place a comma after it.
Change went to want.
Change to to too.
7. What can be done to correct an error in the sentence below?
After a while the bell rings, and I went inside and just as I got in the
teacher came my way.
A Change After to Before.
B Change I to me.
C Change rings to rang.
D It is correct as it is.
9. What kind of graphic organizer did the writer probably use before writing this
piece?
A
B
C
D
A Venn Diagram comparing the writer and his brother.
A web describing the writer’s family.
An outline of what was taught in kindergarten the first day of school.
A story map showing what happened the first day of school.
Our Peer Response
1. How does the writer share his feelings about his first day in school? Include specific examples from this
student writing sample in your answer.
2. Did the writer remain focused on his central idea? Yes or no? Support your answer with details or
examples from this student writing sample.
3. Was there a variety in sentence structure in this piece? Support your answer with examples from this
student writing sample.
4. Did the writer use dialogue effectively in this piece? Include examples from the student writing sample to
support your answer.
From Our Third Grade Test-Taking Strategies Unit
Reading for Understanding
Selection One: Harriet Tubman: Courage in Action
Selection Two: How To Become A Dragon
Making Connections:
Writing About Reading
Selection Three: The Littlest Storm Cloud
Selection Four: The Donkey - a poem
Selection Five: Causes of Home Fires 2001 chart
Selection Six: An Intersection in Delta Township - a map
Making Connections:
Writing About Reading
Directions: You have read the story Harriet Tubman: Courage in Action and How To Become A Dragon.
Think about how both of these selections teach us about how important it is take a risk for what we
believe. What kind of risk did both Harriet and Charlene take? What lesson can we learn from both
Harriet and Charlene?
Do you agree that courage often involves taking a risk? YES or NO? Explain your answer using
examples from BOTH Harriet Tubman: Courage in Action and How To Become A Dragon. Be sure to
show how the two reading selections are connected or alike.
BluePrint’s Five Steps for Making Connections
Step One: Answer the question directly.
For example:
I agree ___________________
I disagree ___________________
Step Two: Explain how the main characters in the two stories are connected or alike. You must provide
a connection that is more than copying the theme. Using the word “BOTH” will help you write this
connecting idea.
Both of these stories __________________
Step Three: Use a specific example from Selection One to support your position.
In Selection One (the name of a character)
Step Four: Use a specific example from Selection Two to support your position.
Step Five: Write a good concluding sentence or two:
Both of these selections...
Both of these characters...
The most important lesson...
We should remember...
Selection Four: The Donkey
I saw a donkey
One day old,
His head was too big
For his neck to hold;
His legs were shaky
And long and loose,
They rocked and staggered
And weren’t much use.
He tried to gambol
And frisk a bit,
But he wasn’t quite sure
Of the trick of it.
His queer little coat
Was soft and gray
And curled at his neck
In a lovely way.
His face was wistful
And left no doubt
That he felt life needed
Some thinking about.
So he blundered round
In venturesome quest,
And then lay flat
On the ground to rest.
He looked so little
And weak and slim,
I prayed the world
Might be good to him.
Author Unknown
All About Scoring
Writing From Knowledge and Experience – 6 points
Revising and Editing Multiple Choice Questions – 10 points
Responding to Student Writing Sample – 4 points
Total: 20 points
Writing About Reading – 6 points
This score is added to the Reading Score
Constructed Response
The Way I See It
It is important to use pictures, tables, charts, or graphs to help illustrate our experiments. Use this page to
record this kind of information.
Title of this picture _________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
#3 Let’s Describe It/Key Words
My topic is:_____________________________________________________
Nouns that I could use
(people, places, things)
Adjectives that I could use
(strong descriptive words)
Verbs that I could use
(show action)
Adverbs that I could use
(modify verbs –
time, place, etc.)
Constructed and Extended Response
Main Ideas/Details
As you read your story or biography, list some of the important details you learn. All details should add up to the main idea.
Detail 1
Detail 2
Detail 3
Detail 4
Detail 5
Detail 6
These add up to the main idea:
Becoming ProACTive:
Everything You Need to Know About
Preparing For ACT English and Writing
Presented by Sharon Spencer
Preparing For The ACT
English Exam
Teaching Grammar in
Context
Habitat For Humanity
A decent home and a safe neighborhood has
1
always been part of the American Dream. Yet, for many
families, this dream seems impossible. These are families in
need who struggle to pay there bills2 and to save money. They
cannot afford to buy a house. Such families might lose hope.
They may feel that the American Dream is out of reach or that it
has passed them by.
1.
A
B
C
D
NO CHANGE
have
have all ways
has been
2.
A
B
C
D
NO CHANGE
they’re bills’
their bills
thare bill
A Helping Hand
For more than 20 years, a group has helped needy
families reach this dream. The group is called Habitat for
3
Humanity. Millard and Linda Fuller a couple from Georgia,
founded the group in 1976. Habitat for Humanity is a nonprofit
group. Its one4 goal is to get rid of poverty-level housing and
homelessness around the world.
5
The goal is greatly but Habitat for Humanity moves
toward it step-by-step. Since 1976, the group has built or fixed
up more than 50,000 homes. These homes shelter about
250,000 people around the world.
3.
A NO CHANGE
B Fuller, a couple
C. Fuller; a couple
D Fuller, A couple
4.
A
B
C
D
NO CHANGE
It’s one
Its’ one
Its won
5.
A
B
C
D
NO CHANGE
great: and
great, but
great, since
Keep the Pop Machines in the School Cafeteria
1.
A. NO CHANGE
B. I doesn’t even
want to
C. I does not never
want to
D. I don’t even
want to
2.
A.
B.
C.
D.
NO CHANGE
is beginning
was beginning
have begun
3.
A.
B.
C.
D.
NO CHANGE
I hears
Me heard
I will hear
4.
A.
B.
C.
D.
NO CHANGE
they shouldnt
them shouldn’t
they shouldn’t
Can you believe that our school is actually
considering removing the pop machines from our high
school cafeteria? The thought of not drinking a coke at
lunch is a possibility I don’t even want too imagine. Our
1
parents has began to talk about this ridiculous idea. I
2
heard my mom talking to Mrs. Walker, our gym teacher,
3
last week. The adults might think that taking out the pop
machines is acceptable, but we shouldn’t be the ones to
make this decision.
4
Teaching
Testing Format is Essential!
No more debate about Test-Prep –
even MDE is encouraging us to know
the format and teach it.
All About ACT Writing Test
What Students Need to Do:
 Express judgments by taking a position on the issue in the writing
prompt.
 Maintain a focus on the topic throughout the essay.
 Develop a position by using logical reasoning and by supporting
your ideas.
 Organize ideas in a logical way.
 Use language clearly and effectively according to the rules of
standard written English.
All About ACT Scoring
 Six Point Rubric
 Two Trained Readers
 Total of 12 Points
 Combined English/Writing Score
The English Test is Two-Thirds
The Writing Test is One-Third
 Michigan Specifics:
Social Studies writing will be scored
- total of 12 points
Grand Total: 24 points
All About ACT Testing
About ACT Writing:
 Shifting from the MEAP to the ACT
 Writing From Knowledge and Experience is essentially Narrative Writing.
 ACT Requires a persuasive essay.
 Persuasive essay will be double scored (English and Social Studies).
 12 points for ACT English and another 12 points for social studies.
(A total of 24 points is awarded - This is probably the single most
important part of the new test.)
 We must teach persuasive writing in both social studies and Language Arts.
Pro and Con Power Verb List
Pro
agree
accept
favor
support
defend
justify
promote
uphold
Con
disagree
reject
oppose
do not support
dismiss
negate
refuse
deny
protest
BluePrint’s Power Adverbs
to make a point:
strongly
firmly
thoroughly
totally
wholeheartedly
absolutely
entirely
certainly
especially
to place in time:
afterward
now
eventually
soon
immediately
suddenly
gradually
currently
recently
to compare and contrast:
similarily
nevertheless
however
yet
although
to conclude:
consequently
therefore
furthermore
moreover
finally
All About Persuasive Writing:
The How-To
 Beginning with the persuasive paragraph as the foundation for the
persuasive essay.
 Our need to understand the rubrics, and what this means for instructional
practice.
 The need for Cooperative Learning and Direct Instruction
 A Multi-sensory five-step process for writing persuasive paragraphs.
 Shifting from the paragraph to the persuasive essay.
Persuasive Paragraph
Transitional Expressions:

For Giving Reasons: another, next, last, finally, first (second,
third), although, on the other hand

For Drawing Conclusions: hence, therefore, thus, consequently

Methods of Persuasion: referring to an authority, providing facts,
giving examples, predicting consequences, answering the
opposition, using powerful quotes

To Answer the Opposition: of course, nevertheless, some may
say, because, since, for
Persuasive Paragraph
Suggested Topics:

Should all junk food be eliminated from high school cafeterias?

Should there be restrictions on cell phone usage while driving?

Should high school students be allowed to leave school at
lunch time?
The BluePrint Three Stage Process for
Writing Persuasive Paragraphs
Our Five Step Beginning Process
Step 1. Play the game (Use Definition Page)
Step 2. Students put the sentences in correct order in small groups
Step 3. Teacher leads students through writing the rough draft. Using
different colors for each sentence makes this process much easier
Step 4. Students engage in some type of editing
Step 5. Students write their final copy in small groups
The BluePrint Three Stage Process for
Writing Persuasive Paragraphs
Stage Two: Writing Group Paragraphs
1.
Teacher chooses another topic from those listed on the definition page.
2.
Students write a rough draft of the topic chosen in small groups.
3.
Each group shares their paragraph with the entire class.
4.
Students engage in revising and editing in their small groups.
5.
Students produce a final copy in their group.
The BluePrint Three Stage Process for
Writing Persuasive Paragraphs
Independent Writing
Once students have successfully engaged in Stage Two writing, they
should be ready to write a paragraph independently with active guidance from the
teacher.
Power Words for Persuasive Essays
Nouns
purple
Verbs
green
Adverbs
blue
Defending A Position
My position statement
My counter-argument
Supporting ideas, examples or details (list at least three)
1.
2.
3.
4.
Concluding Thought
Different Writing Plans

Five day or longer formats

Two day formats

Quick Writes – Test-taking
practice
Do and Don’t
Social Studies Connections
Raising the Drop-Out Age in Michigan
In some states minors are required to attend school until the age of 18. Currently,
in Michigan, the legal drop out age is 16. The results of a recent community
survey indicate that there would be support to raise the drop out age in Michigan
to 18.
The Focus Question
What should be done in our community to raise awareness about required
attendance in high school in Michigan?
The Public Issue Question
Should Michigan raise its legal drop out age to 18?
Social Studies Connections
Required Community Service
Your school district has decided that a new school policy would encourage all
students to practice acts of kindness by supporting charitable causes in your local
community. Your school district is considering the possibility of making some kind
of volunteer work a requirement for graduation from 8th grade.
The Focus Question
Would you agree with a new school policy that requires all middle
school students to participate in a local charity?
The Public Issue Question
Should your school district require every student to participate in at
least 10 hours of volunteer work as a condition for graduation from
middle school?
All About ACT Testing
About ACT English:
 A Return to Grammar
 This is brand new for all of us.
 75 multiple choice questions requiring students to understand grammatical
concepts in context.
 It will be essential to expose students to the test-taking format.
 We need to understand the grammatical concepts that our students will need
to master long before the test occurs.
ACT ENGLISH
 There are 75 questions
Time Limit: 45 minutes.
 There will be passages
(4 to 5) - grammar in context.
 Two types of questions
ACT ENGLISH
Type One Questions: (the easier ones)
certain words and phrases
underlined and numbered.
in the right hand column are
alternatives for the underlined part.
students must choose the one best
answer for standard written English, or fits the tone
and style of the passage as a whole.
one choice is NO CHANGE.
(NO CHANGE is appropriate about 20% of the
time.)
ACT ENGLISH
 Type Two Questions:
these are the more difficult
questions.
about a section of the passage
(or the passage as a whole)
identified by a number or a number in a box.
What Students Need to Know About
Basic Grammatical Concepts
Grammar and Usage
Nouns
Pronouns
Verbs
Parallel Construction
Adjectives and Adverbs
Idioms
Common Errors
What Students Need to Know About
Basic Grammatical Concepts
Punctuation
Commas
Semicolons
Colons
Parentheses
Apostrophes
Periods
Question Marks
Exclamation Points
Quotation Marks
Dashes
What Students Need to Know About
Basic Grammatical Concepts
Sentence Structure
Run-on Sentences
Comma Splices
Sentence Fragments
Misplaced Modifiers
Shifts in Construction
What Students Need to Know About
Basic Grammatical Concepts
Rhetorical Skills
Strategy
Organization
Style
Our Students Need Help!
They need to:
1. Learn the rules for speaking and writing
2. Recognize correct structure
3. Fix errors
4. Recognize when no error is present – NO
CHANGE
5. Practice the test-taking format
6. Apply the rules to speaking and writing
Our Module - Organization
Introduction to Every Unit
Rules in Simple Terms
Chants/Poems/Fun
Part One
See It and Say It Correctly
Part TwoChoose the Correct Form
Part Three
Fix the Errors
Recognize and Indicate “No Change”
Part Four
ACT Format
Test Taking Practice
Part Five
Application: The Writing Connection
Developing Our Constructed and Extended Responses
Practicing the Rules in Writing and Speaking
ACT Prep plus Much More!!!
Nouns
The Basics
Rule One: Nouns name people, places, and things.
People
Chuancy Billips
mom
brother
Uncle Tyrone
Reverend Jones
Hillary Clinton
____________________
____________________
neighbor
police officer
firefighter
Barack Obama
Mrs. Johnson
John McCain
____________________
____________________
Queen Elizabeth
George Bush
cousin
grandmother
dentist
Rudy Giuliani
____________________
____________________
Places
Detroit
New York
Iraq
Denby High
Midwest
Malcolm High School
Lake Michigan
U.S.A
continent
the West
Eastland Mall
Burger King
Henry Ford Hospital
Europe
Sault Ste. Marie
Things
(living things, animals, plants, trees, foods, meals,
seasons, holidays, days, months)
poodle
macaroni
winter
Sunday
Christmas
maple tree
vegetables
January
Memorial Day
spring
onions
sandwiches
Easter
Thanksgiving
cougar
tacos
Plurals
Rule One: We make most nouns plural by adding s.
boys
teachers
computers
students
tattoos
studios
exams
studios
rodeos
Most nouns that end in o add s
tattoos
portfolios
Rule Two: A small number of nouns ending in o, add es.
potatoes
cargoes
heroes
tornadoes
mosquitoes
radios
tomatoes
Rule Three: Some nouns that end in y, change the y to i and add es.
city - cities
lady - ladies
country - countries
library - libraries
Rule Four: Some nouns that end in f change f to v and add es.
half--halves
loaf- loaves
leaf-leaves
Rule Five: Some nouns that end in sh, ch, f, and x add - es.
churches
bushes
rashes
boxes
couches
Rule Six: Some nouns never change when they are used as plurals. The letter -s or -es is never added.
deer
moose
trout
fish
reindeer
woman - women
mouse – mice
sheep
Example:
We caught ten fish. (not fishes)
Rule Seven: Some nouns change form.
child - children
goose - geese
man - men
Rule Eight: Some singular nouns look like plural nouns. They end in the letter s but are still singular and
require a singular verb.
Mathematics
civics
measles
physics
social studies
checkers
acrobatics
statistics
mumps
home economics
thesis
molasses
The news about the destruction caused by the hurricane was devastating.
(was, not were)
Physics is a difficult subject for some students. (not are)
Molasses is used in that recipe. (is, not are)
gymnastics
news
Rule Nine: Some nouns form plurals in unusual ways. Here is a list of those tricky nouns.
Singular
attorney general
basis
crisis
father-in-law
mother-in-law
index
millennium
parenthesis
thesis
runner-up
Plural
attorneys general
bases
crises
fathers-in-law
mothers-in-law
indexes or indices
millennia
parentheses
theses
runners-up
Rule Ten: Common Errors:
Rule to Remember:
Never use apostrophes with first or last names when a
possessive form is not required.
Consult a dictionary when in
doubt. If two choices are
offered, the first plural listed in
the dictionary is the preferred
choice.
Examples:
The Washingtons live near me.
The Sancheses own a clothing store downtown.
There are four Derricks in out class.
All About Nouns
Part One
Underline all the common and proper nouns in the following sentences. Identify
common nouns with the letter cn and proper nouns with the letters pn. All these
sentences are written correctly. **We thank Ruth Ann Brimley’s students at Malcolm
High School in Ste Saint Marie, MI for helping us edit our first unit.
Examples:
Mrs. Jackson traveled to several cities in Europe.
pn
cn
pn
Mathematics was his favorite subject last semester.
cn
cn
cn
1.
The news about the election spread quickly.
2.
The bacteria in the vegetables made Derrick very ill.
3.
Uncle Tomas caught ten fish in Lake Michigan.
All About Nouns
Part Two
Identify and correct the errors in the following sentences. (Look for capitalization
and plural forms).
1.
My best Friend moved to Florida last Year.
2.
The hunters captured twelve deers last november.
3.
The childrens in kindergarten are learning to read.
All About Nouns
Part Three
Fix the mistakes in the sentences below. If there are no
mistakes, write the words “No Change” on your paper.
1. The Detroit pistons are competing for the NBA Championship in 2007.
2. Dejuan and Mario are planning to visit five major citys in Mexico during the
Summer.
3. Latanya, my favorite cousin, has been accepted to study law at Michigan
State University.
All About Nouns
Part Four
Read the passage below. Certain words are
underlined and identified with a number. If there is an error in
the underlined words, you must choose the letter that shows
the best way to fix the error. If there is no error in the
underlined words, you must choose “NO CHANGE” as your
answer.
Wilt Chamberlain was one of the
greatest Basketball players of all time.
1
Wilt was an amazing seven-foot center
with a dazzling career in the NBA. Many
2
think of him as one of basketball’s true
3
heros.
1.
A.
B.
NO CHANGE
Greatest
basketball
player
C. greatest
basketball
players
D. Greatest
Basketball
Player
2.
A. NO CHANGE
B. With a dazzling
career in the
nba.
C. with as dazzling
Career In the
nba.
D. with a Dazzling
Career in the
nBa.
3
A.
B.
C.
D.
NO CHANGE
true heroes
true Heroes
True heros
All About Nouns
Part Five
The Writing Connection
Write a paragraph about a person you admire. Underline all the nouns. Be sure to
use a mixture of proper nouns and common nouns in your paragraph. Use both
singular and plural nouns correctly.
Some suggestions:
Oprah Winfrey
Dr. Martin Luther King
my father or mother
Will Smith
Hilary Duff
Dale Earnhart, Jr.
Kris Draper
Nick Lindstrom (Captain of Detroit Red Wings)
Yao Ming (basketball player)
Possessives
The apostrophe doesn’t need to bother me!
The rules to learn are just three.
If one owner is clearly in view ‘s will certainly do.
(Linda’s looks, Tony’s jacket, the princess’s crown)
Unusual plurals like children, mice and men
Also add apostrophe s at the end.
(the children’s toys, men’s clothing)
When a group of people own something too
Adding an apostrophe after the s is the rule.
(the girls’ uniforms)
Most of all, remember this please Simple plural words never need apostrophes!
(The Clarks live near me.)
Our Pronoun Chant
By Sharon Spencer
In the beginning of a sentence a subject pronoun will do
I, she, he, and we are the forms to use.
Object pronouns are used in the middle or in the end
Remember the pronouns me, him, her and them.
Test-Taking Tips
Focus on the easier questions
Step One:
Read the whole passage first
Step Two:
Focus on the questions with the underlined words and phrases, and
make the best choice quickly.
Step Three:
Guess - there is no penalty for not answering.
Step Four:
Spend more time on Type Two questions, if you have time left over.
Step Five:
Make a guess even on Type Two questions.
Instructional Implications
Questions and Answers
Instructional Implications
For ACT Writing
 Practice persuasive paragraphs and essays
regularly
 Coordinate writing activities with Language Arts
and social studies teachers
Instructional Implications
For ACT English
 Basic grammatical concepts must be taught
 Transitions must be made to the multiple choice
format
 Students must practice identifying grammatical
errors In the context of a passage
New For Fall 2007!
BluePrints for Grammar:
A Practical Approach for Connecting and Teaching Speaking,
Writing, and ACT Test-Taking Skills
Three Blackline Master Modules
Module One
Parts of Speech : Grammar and Usage
Module Two
All About Punctuation
Module Three
Style, Clarity, Logic, and Organization
Available November 2007
Schedule a Workshop Now!!
BluePrints For Communication, Inc.
The Perfect Blend of Professional Development and
Custom-Created Materials for MEAP
www.blueprints2011.com
‫٭‬
‫٭‬
‫٭‬
‫٭‬
Half-day, Full-day Sessions and Classroom Modeling
Blackline Master Manuals and Journals to teach the Reading, Writing and Listening
connection in all content areas
We have data to show we improve MEAP Writing Scores
We come to your school or district - call Sharon Spencer @ 517-323-4610 for dates
Presenter: Sharon Spencer
Author/Consultant
BluePrints for Communication, Inc
517-323-4610
Fax: 517-323-1726
bluecom@comcast.net
www.blueprints2011.com
Contact us about scheduling a workshop or ordering products